通过研究性学习培养中学生的问题意识
发布时间：2018-10-24 09:56
【摘要】： 现代思维科学认为，问题是思维的起点，任何思维过程总是指向某一具体问题的；问题又是创造的前提，一切发明创造都是从问题开始的。因而，培养一个有创造性的学生就必须培养学生的问题意识。我国现代教育理念弘扬学生的主体性、能动性、独立性，把学生的学习过程看成学生发现问题、提出问题、分析问题、解决问题的过程。显然，在这一过程中学生没有问题是不可思议的。再从我国目前中学生的问题意识现状来看，就更凸现了培养学生问题意识的迫切性。 本文以研究性学习为载体，构想通过研究性学习这一途径来培养中学生的问题意识。全文分为三个部分： 第一部分，主要阐述培养学生的问题意识的意义。在理清问题意识基本内涵的基础上，论述了培养学生问题意识的积极意义，从而也体现了本研究的价值。 第二部分，是本文的支点。主要论证为什么研究性学习是培养中学生问题意识的有效途径。这部分在审视我国中学生问题意识现状的基础上，分析了传统教育中学生“问题意识”缺失的原因；与传统教育相比较，研究性学习有其无可比拟的优越性，，因而，紧接着从研究性学习的本质以及主要特点出发，阐述了研究性学习为学生问题意识的培养搭建了知识平台、提供了自由的空间以及提供强有力的保障。 第三部分，具体论述如何在研究性学习中培养中学生的问题意识。在目前的学校教学系统中，研究性学习主要有两个实施渠道，即贯彻在学科教学中的研究性学习活动和专门设计的研究型课程。本部分分别论述了在这两种渠道当中，教师应该怎样有意识的培养学生的问题意识。
[Abstract]:The modern thinking science holds that the problem is the starting point of thinking, any thinking process always points to a specific problem, and the question is the premise of creation, and all inventions and creations begin with the problem. Therefore, it is necessary to cultivate a creative student's problem consciousness. The modern educational concept of our country carries forward the students' subjectivity, initiative and independence, and regards the students' learning process as the process of students' finding problems, putting forward problems, analyzing problems and solving problems. Obviously, it is inconceivable that there is no problem for middle school students in this process. According to the present situation of problem consciousness of middle school students in our country, the urgency of cultivating students' problem consciousness is more obvious. In this paper, research learning as the carrier, through the approach of inquiry learning to cultivate high school students' awareness of problems. The full text is divided into three parts: the first part, mainly expounds the significance of cultivating students' problem consciousness. On the basis of clarifying the basic connotation of problem consciousness, this paper discusses the positive significance of cultivating students' problem consciousness, which also reflects the value of this study. The second part is the fulcrum of this paper. The main argument is why inquiry learning is an effective way to cultivate the problem consciousness of middle school students. On the basis of examining the present situation of the problem consciousness of the middle school students in our country, this part analyzes the reasons for the lack of "problem consciousness" in the traditional education, compared with the traditional education, the research learning has its incomparable superiority, therefore, Then, starting from the essence and main characteristics of research-based learning, this paper expounds that research-based learning provides a knowledge platform for the cultivation of students' problem consciousness, provides a free space and provides a strong guarantee. The third part discusses how to cultivate the problem consciousness of middle school students in inquiry learning. In the present school teaching system, there are two main channels for the implementation of research-based learning, namely, carrying out the research-based learning activities in the subject teaching and the specially designed research-oriented curriculum. This part discusses how teachers should cultivate students' problem consciousness consciously in these two channels.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G420
本文编号：2291054
[Abstract]:The modern thinking science holds that the problem is the starting point of thinking, any thinking process always points to a specific problem, and the question is the premise of creation, and all inventions and creations begin with the problem. Therefore, it is necessary to cultivate a creative student's problem consciousness. The modern educational concept of our country carries forward the students' subjectivity, initiative and independence, and regards the students' learning process as the process of students' finding problems, putting forward problems, analyzing problems and solving problems. Obviously, it is inconceivable that there is no problem for middle school students in this process. According to the present situation of problem consciousness of middle school students in our country, the urgency of cultivating students' problem consciousness is more obvious. In this paper, research learning as the carrier, through the approach of inquiry learning to cultivate high school students' awareness of problems. The full text is divided into three parts: the first part, mainly expounds the significance of cultivating students' problem consciousness. On the basis of clarifying the basic connotation of problem consciousness, this paper discusses the positive significance of cultivating students' problem consciousness, which also reflects the value of this study. The second part is the fulcrum of this paper. The main argument is why inquiry learning is an effective way to cultivate the problem consciousness of middle school students. On the basis of examining the present situation of the problem consciousness of the middle school students in our country, this part analyzes the reasons for the lack of "problem consciousness" in the traditional education, compared with the traditional education, the research learning has its incomparable superiority, therefore, Then, starting from the essence and main characteristics of research-based learning, this paper expounds that research-based learning provides a knowledge platform for the cultivation of students' problem consciousness, provides a free space and provides a strong guarantee. The third part discusses how to cultivate the problem consciousness of middle school students in inquiry learning. In the present school teaching system, there are two main channels for the implementation of research-based learning, namely, carrying out the research-based learning activities in the subject teaching and the specially designed research-oriented curriculum. This part discusses how teachers should cultivate students' problem consciousness consciously in these two channels.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G420
【引证文献】
相关期刊论文 前1条
1 俞金献;郑榕;;问题——思维活动的源泉——谈初中科学教学中问题意识的培养[J];新课程(教育学术);2011年04期
相关硕士学位论文 前5条
1 陈文玲;7-9年级语文阅读教学中学生问题意识的培养[D];河北师范大学;2011年
2 张婷婷;基于创新意识培养的高中化学“学生提问教学”的研究[D];首都师范大学;2012年
3 于京京;小学语文课堂学生提问行为研究[D];天津师范大学;2012年
4 胡锐;初中生数学问题意识培养研究[D];天津师范大学;2012年
5 闫婷婷;研究性学习课程中的知行统一[D];陕西师范大学;2012年
本文编号：2291054
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